This week at a glance:

Monday
11/16/15

Tuesday
11/17/15

Wednesday
11/18/15

Thursday
11/19/15

Friday
11/20/15

SNB page

Points

Complete SNB work on Animal movement/control

Blackworm inquiry observations

2b
2a

Modes of movement
Methods of Control

3a
3b

Read and answer questions Circulatory System

4b

Diagram of different Circulatory Systems

4a

Laboratory formatting/predictions
(pre-lab)

5a

Circulatory Lab Lumbriculus

Establishing baseline heart rate

5b

Circulatory Lab Lumbriculus

Stimulant/Depressant

6a

Lab write up data dables

6b

Circulatory System Inquiry Model

Open vs Closed circulatory systems

If you were absent on Monday:

See below for details of what we did. See the 7b life science website for handouts, videos, vocabulary flashcards, etc:

www.7blifescience.weebly.com
MONDAY: Animal Structure, Movement and Control
Date: 11.16.15

Name:

Ms. Wittenburg

Objectives:
Students will continue to learn about the ways animals move, have structure and control
their bodies.

Grade/Subject: 7th Grade Life Science

Methods of differentiation:
Preferential seating for students who have trouble seeing
the board or require more regular attention and/or
redirecting. Students will be paired heterogeneously to
aid in student growth. Some students will receive leveled
worksheets to match their progress on topic. Other
students will have the opportunity to extend their
knowledge with extension activities.

Do Now:
Students will view the picture of a Tree Lemur on the front board and answer questions
about how they think it moves based on the image.

Grouping Strategies:

Lesson Details:

Vocabulary:

1.
2.
3.
4.

Do Now
Complete SNB work
PPT presentation on structure/movement/control
3 short videos on topic

Whole Group
Pairs

Small Group
Individual

Undulation
Coelom
Nerve net
Hydrostatic skeleton

Extension Activity:

Exit Ticket / Criteria for Success:

Modalities:

Students will complete their SNB notes along with diagrams of methods of movement
and control.

Auditory

Visual

Tactile/Kinesthetic

If you were absent on Tuesday:

See below for details of what we did. See the 7b life science website for handouts, videos, vocabulary flashcards, etc:

www.7blifescience.weebly.com
TUESDAY: Circulatory System Launch Notes
Date: 11.16.15

Name:

Ms. Wittenburg

Objectives:
Students will begin learning about the circulatory system. They will begin with a short
lab that demonstrates two different types of circulatory systems, open and closed
systems. Then, students will read a section of the book and complete graphic diagrams
on the content.

Do Now:
Students will answer questions on the front board based on the image they see.

Grade/Subject: 7th Grade Life Science

Methods of differentiation:
Preferential seating for students who have trouble seeing
the board or require more regular attention and/or
redirecting. Students will be paired heterogeneously to
aid in student growth. Some students will receive leveled
worksheets to match their progress on topic. Other
students will have the opportunity to extend their
knowledge with extension activities. Students will
receive leveled readings for text material.

Grouping Strategies:
Whole Group
Pairs

Lesson Details:
1. Do Now
2. Students will explore the difference between open and closed circulatory
systems.
3. Students will read Chapter 13, lesson 2 of our text book.
4. Students will complete graphic organizers based on the material.

Small Group
Individual

Vocabulary:
Diffusion
Gills
Spiracle
Lungs
Closed Circulatory System
Open Circulatory System

Extension Activity: Students will complete

Exit Ticket / Criteria for Success:

Students will complete the notes and graphic organizer on animals circulatory systems.

Modalities:
Auditory

Visual

Tactile/Kinesthetic

If you were absent on Wednesday:

See below for details of what we did. See the 7b life science website for handouts, videos, vocabulary flashcards, etc:

www.7blifescience.weebly.com
Wednesday: lung Models
Date: 11.18.15

Name:

Ms. Wittenburg

Objectives:
Students will make up to 3 different models of lungs. Students will create models and
then calculate the surface area of each lung model. Students will answer questions
about the efficiency of each lung type.

Do Now:
Students will answer questions from the front board.

Grade/Subject: 7th Grade Life Science

Methods of differentiation:
Preferential seating for students who have trouble seeing
the board or require more regular attention and/or
redirecting. Students will be paired heterogeneously to
aid in student growth. Some students will receive leveled
worksheets to match their progress on topic. Other
students will have the opportunity to extend their
knowledge with extension activities.

Grouping Strategies:
Whole Group
Pairs

Lesson Details:

Small Group
Individual

Vocabulary:

1. Do Now
2. Teacher will explain the process for creating the different models of lungs.
3. Students will deconstruct their lung models and calculate the surface area of
lung surface.
4. Students will answer questions based on their inquiry.

Extension Activity: Students can create up to three models of different type of lungs.
Exit Ticket / Criteria for Success:

Modalities:

Students will have answered predictions and questions based on our inquiry.

Auditory

Visual

Tactile/Kinesthetic

If you were absent on Thursday:

See below for details of what we did. See the 7b life science website for handouts, videos, vocabulary flashcards, etc:

www.7blifescience.weebly.com
Thursday: Lumbriculus veriagatus lab
Date: 11.19.15

Name:

Ms. Wittenburg

Grade/Subject: 7th Grade Life Science

Objectives:
Students will look at the circulatory system of the California Blackworm (Lumbriculus
veriagata). Students will calculate the pulse rate of the Blackworm.

Methods of differentiation:

Do Now:
Students will answer the questions on the front board.

Grouping Strategies:

Preferential seating for students who have trouble seeing

the board or require more regular attention and/or
redirecting. Students will be paired heterogeneously to
aid in student growth. Some students will receive leveled
worksheets to match their progress on topic. Other
students will have the opportunity to extend their
knowledge with extension activities.

Whole Group
Pairs

Lesson Details:

Small Group
Individual

Vocabulary:

1. Do Now
2. Teacher will instruct students on how to handle the blackworm and take its
pulse.
3. Students will practice taking the blackworms pulse and create a data table.

Extension Activity:

Exit Ticket / Criteria for Success:

Modalities:

Students will have a data table and a scientific drawing with labels of a blackworm.

Auditory

Visual

Tactile/Kinesthetic

If you were absent on Friday:

See below for details of what we did. See the 7b life science website for handouts, videos, vocabulary flashcards, etc:

www.7blifescience.weebly.com
Friday: Lumbriculus veriagata stimulant/depressant lab
Date: 11.20.15

Name:

Ms. Wittenburg

Grade/Subject: 7th Grade Life Science

Objectives:
Students will evaluate the effects of stimulants and depressants on the circulatory
system of Lumbriculus verigatus. By the end of class, students will have a data table
and a bar graph depicting the pulse rate under different conditions.

Methods of differentiation:

Do Now:
Students will answer the questions on the front board.

Grouping Strategies:

Preferential seating for students who have trouble seeing

the board or require more regular attention and/or
redirecting. Students will be paired heterogeneously to
aid in student growth. Some students will receive leveled
worksheets to match their progress on topic. Other
students will have the opportunity to extend their
knowledge with extension activities.

Whole Group
Pairs

Lesson Details:
1. Do Now
2. Teacher will explain the definition of stimulant and depressant and what sorts
of things fall in this category.
3. Students will evaluate three different worms in different water solutions (one
plain water, one with stimulant, one with depressant)
4. Students will answer questions based on their results.

Small Group
Individual

Vocabulary:
Stimulant
Depressant

Extension Activity:
Exit Ticket / Criteria for Success:

Modalities:

Students will have a data table along with a bar graph detailing their data.

Auditory

Visual

Tactile/Kinesthetic